TECHNIQUES TO ATTRACT THE STUDENT’S ATTENTION OF …eprints.uns.ac.id/7628/1/216961011201107301.pdfperpustakaan.uns.ac.id digilib.uns.ac.id ... TECHNIQUES TO ATTRACT THE STUDENT’S

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

TECHNIQUES TO ATTRACT THE STUDENT’S

ATTENTION OF THE FOURTH GRADE STUDENTS

OF SD N JOMBOR 01 SUKOHARJO

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree in the English Diploma

Program, Faculty of Letters and Fine Arts,

Sebelas Maret University

By:

Siti Azizah Sholikhah

C9308118

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2011


commit to user

ii


commit to user

iii


commit to user

iv

MOTTO

“Allah SWT. gives what we need not what we want.”(Unknown)

“Trying and Praying”(Siti Azizah S.)

“When some things go wrong, take a moment to be thankful to the things still

going right.”(Unknown)


commit to user

v

DEDICATED

I would like to dedicate this final project report for:

My beloved parents

My dearest sister, Siti Syarifah

My brother, Kusmardi Setiawan


commit to user

vi

PREFACE

This final project report is written to fulfill the requirement in obtaining

the English Diploma Degree. This final report was made based on the job training

that I did in SD N Jombor 01 Sukoharjo.

I would like to say thank for everyone giving me an encouragement in

writing and finishing the final project report entitled “Techniques to Attract the

Student’s Attention of the Fourth Grade Students of SD N Jombor 01 Sukoharjo”.

I chose to discuss the techniques to attract the student’s attention because

it is important for the students as young learner to know that teaching learning

English is enjoyable activity.

I realize that the final report is far from being perfect, therefore I welcome

suggestions and advices in improving this final report. Hopefully, this final report

will give some benefits to the readers.

The writer,


commit to user

vii

ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin, all praise is to the Lord “ALLAH SWT” for

the wonderful blessing. However, I realize that it is impossible to finish this report

without contribution from the others. Therefore, I would like to express my

sincere gratitude to:

1. The Dean of Faculty of Letters and Fine Arts Sebelas Maret

University, Drs. Riyadi Santosa, M. Ed, Ph.D.

2. The Head of English Diploma Program, Yusuf Kurniawan, S.S, M.A.

for the highest dedication to English Diploma Students.

3. My Academic Supervisor, Taufiq Al Makmun, S.S., for his support

during my study.

4. My Supervisor, Agus Dwi Priyanto, S.S., M. CALL, for his advice and

guidance in finishing this final report.

5. All Lecturers of English Diploma Program for giving me valuable

knowledge.

6. The Headmaster of SD N Jombor 01 Sukoharjo, Drs. Sarimin, for

accepting me to have the job training.

7. Irma Indria Mahadina, S. Pd., all of the teachers and staffs of SD N

Jombor 01 Sukoharjo, for their help, guidance, and support.


commit to user

viii

8. All of the students of SD N Jombor 01 Sukoharjo, thanks for our

togetherness being good students during the job training.

9. My beloved parents, Mom and Dad, for their support and love. I am so

grateful for everything they’ve done for me.

10. My beloved brother and sister, Wawan and Ifah, for their support.

11. Bryan Setya Kusuma, someone who always fully supports me in

finishing this final report, for his love and patience.

12. My beloved friends, “The Iyyikz”: Wisnu, Kholish, Nurul, and Ndaru.

I am proud to have them all.

13. My friends in class C especially Yessy, for her support in finishing this

final report. Sonia, Wiwik, Wulan and for all who I cannot mention

here.

14. The Big Family of 2008 year especially class teaching mainstream, for

their support.

Finally, I realized that this report still have mistakes and errors, I

apologized for it.


commit to user

ix

ABSTRACT

SitiAzizahSholikhah. 2011. Techniques to Attract the Student’s Attention of

the Fourth Grade Students of SD N Jombor 01 Sukoharjo. English Diploma

Program, Faculty of Letters and Fine Arts, Sebelas Maret University.

This project report is written based on my job training as an English

teacher in SD N Jombor 01 Sukoharjo which was done for a month. The objective

of this report is to describe techniques to attract the student’s attention of the

fourth grade students of SD N Jombor 01 Sukoharjo.

During the job training, I did an observation to gain information of the

school. I observed how the teachers taught in the classroom. I also observed the

condition of the class and student’s attitude in the class. I did a discussion with the

English teacher to know the teaching and learning process in the class.

The techniques used were using pictures and games. The use of pictures

was used in the stage of build knowledge of the field (BKOF), modeling, and

independent construction. The use of colorful real pictures on those stages could

attract student’s attention to the material so that they could focus on the material

explained. Another technique used was using game. The game was used in joint

construction stage. Using game made the students feel enthusiastic in joining the

class. It could motivate the students to participate in the class.


commit to user

x

TABLE OF CONTENTS

TITLE .................................................................................................................. i

APPROVAL OF CONSULTANT ...................................................................... ii

APPROVAL OF THE BOARD OF EXAMINERS ........................................... iii

MOTTO .............................................................................................................. iv

DEDICATION ....................................................................................................v

PREFACE ........................................................................................................... vi

ACKNOWLEDGMENT ..................................................................................... vii

ABSTRACT ........................................................................................................ ix

TABLE OF CONTENTS .................................................................................... x

CHAPTER I: INTRODUCTION

A. Background ................................................................................................ 1

B. Objectives .................................................................................................. 2

C. Benefits ...................................................................................................... 2

CHAPTER II: LITERATURE REVIEW

A. English Teaching and Learning ................................................................. 4

B. Teaching English to Young Learners ........................................................ 6

C. Techniques to Attract the Student’s Attention .......................................... 10

CHAPTER III: DISCUSSION

A. SD N Jombor 01 Sukoharjo ....................................................................... 12


commit to user

xi

1. Description of SD N Jombor 01 Sukoharjo ........................................ 12

2. The Organization Structure of SD N Jombor 01 Sukoharjo ............... 13

B. Job Training Activities in SD N Jombor 01 Sukoharjo ............................. 14

1. Class Observation ............................................................................... 14

2. Making Lesson Plan ............................................................................ 15

C. Strategies to Attract the Student’s Attention of the Fourth Grade Students

of SD N Jombor 01 Sukoharjo ................................................................. 16

1. Using Pictures to Attract the Student’s Attention .............................. 16

a. Using Pictures in Build Knowledge of the Field (BKOF)

Stage ............................................................................................. 17

b. Using Pictures in Modeling Stage ................................................ 17

c. Using Pictures in Independent Construction Stage ...................... 18

2. Using Games to Attract the Student’s Attention ............................... 19

CHAPTER IV CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................. 21

B. Suggestion ................................................................................................. 22

BIBLIOGRAPHY

APPENDICES


commit to user

1

CHAPTER I

INTRODUCTION

A. Background

Considering that English has played the role of the basic needs in the

world communication, English has been introduced from elementary school.

In SD N Jombor 01 Sukoharjo, English has been taught from Grade 1 until

Grade 6. English is a new thing for the students. It is a challenge faced by the

young learner English teachers to introduce English lesson. In teaching

learning English process, there are many activities done. Sometimes, activities

presented are monotonous so that they cannot focus to the material. Moreover,

the students choose doing anything else and chatting to each other. In this

case, the roles of teacher are very important. Young learner English teachers

have to choose a suitable technique to present English lesson.

Teaching technique has an essential role in teaching and learning

English activities. It means that the English teachers must be able to apply a

suitable technique for the young learners. Teaching learning English teachers

must be creative in preparing English materials for the young learner because

they always like fun activities. By doing fun activities, it can motivate them to

learn English. I used several techniques in teaching English. They helped me

to create enjoyable activities so that the children could be attracted in joining

the class.


commit to user

2

During the job training in SD N Jombor 01 Sukoharjo, I focused in

techniques to attract the student’s attention because it was important for the

students as young learner to know that teaching learning English is enjoyable

activity.

Based on the background above, I present a discussion and report

entitled “TECHNIQUES TO ATTRACT THE STUDENT’S

ATTENTION OF THE FOURTH GRADE STUDENTS OF SD N

JOMBOR 01 SUKOHARJO”. The report contains techniques to attract the

student’s attention based on my experiences during my job training in SD N

Jombor 01 Sukoharjo.

B. Objectives

This report aim is:

1. To describe techniques to attract the student’s attention of the fourth grade

students of SD N Jombor 01 Sukoharjo.

C. Benefits

I expect this report will be beneficial for the following parties:

1. Teachers in SD N Jombor 01 Sukoharjo

This report is expected to able to help teachers in improving the

teaching techniques to attract the student’s attention in teaching and learning


commit to user

3

English especially for the fourth grade students of SD N Jombor 01

Sukoharjo.

2. Readers

I hope that this report can be used as an additional aid and reference

for the readers who are interested in the education field especially teaching

and learning English to the fourth grade students.


commit to user

4

CHAPTER II

LITERATURE REVIEW

In this chapter, I will present at least three main topics related to title of

this report. There are English teaching and learning, teaching English to young

learners, and techniques to attract the student’s attention of the fourth grade

students of SD N Jombor 01 Sukoharjo.

A. English Teaching and Learning

Teaching cannot be defined apart from learning. Both of them are very

important things in education. According to Brown, “Teaching is guiding and

facilitating learning, enabling the learner to learn, setting the conditions for

learning,” (Brown, 2000: 7). However, Brewster, Ellis, and Girard said,

“Teaching means facilitating discovery, not presenting knowledge,”

(Brewster, Ellis, and Girard, 1992: 31)

Learning is acquisition or “getting”, learning is retention of

information or skill, learning involve active, conscious focus on and acting

upon events outside or inside the organism, learning is relatively permanent

but subject to forgetting, learning involves some form of practice, perhaps

reinforced practice, learning is a change in behavior (Brown, 2000:` 7).

The role of teacher is very important as a bridge between teaching and

learning process. Therefore, a teacher must be aware of their roles in


commit to user

5

delivering materials to students. There are ten categories identified as

representing elements of good teaching:

Creating a relaxed and enjoyable atmosphere in the classroom

Retaining control in the classroom

Presenting work in an interesting and motivating way

Providing conditions so pupils understand the work

Making clear what pupils are to do and achieve

Judging what can be expected of a pupils

Help pupils with difficulties

Encouraging pupils to raise their expectations of themselves

Developing personal talents or knowledge

(Williams and Burden, 1997: 48)

The statement above shows that teachers are a needed aspect of

creating enjoyable atmosphere in the classroom to building student’s

motivation. According to Cross, “Motivation is enhanced, too, by the play and

the competition,” (Cross, 1995: 153). On the other word, motivation can be

enhanced by doing a play or a competition. In this case, teachers have to be

able to create exciting activities in classroom so that the young learners could

focus to the material.

To motivate the students, teachers have to do some approaches and

techniques in English language teaching. Teachers’ positive regard for the

students mostly leads to reciprocal reaction from students. If teachers display a

caring attitude towards their students, it is likely that teacher-related affect will


commit to user

6

be enhanced, and subsequently, student motivation to achieve in the subject

will increase. For example, teachers often quietly encourage students, or make

positive comments about students’ work, or listen to student’s concerns about

particular problems. All these acts which involve teachers in assisting and

attending to students can improve teacher-student relationship and increase

students’ motivation to learn (Cole and Chan, 1994: 362).

Furthermore, involving students to perform actions is useful in

teaching and learning English. Teachers can use simple commands like go to

the door; touch the wall under the clock, etc (Allen, 1983: 22-24). By doing

physical activity, students will get experiences.

B. Teaching English to Young Learners

“’Young learners’ means children from the first year of formal

schooling (five or six years old) to eleven or twelve years of ages,” (Philips,

1996: 5). According to Suyanto (2007: 15), young learners are students of

elementary school from 6-12 years old. From the definition above, it means

that young learners are children who study in elementary school and they are

from five or six years old to eleven or twelve years old.

According to Suyanto (2007: 15-20), there are several characteristics

of young learners:

Children of 5-7 years of age like to relate what they learn or do to

themselves. However, when they attain the age 10 years old (4th

grade),

they begin to notice the others.


commit to user

7

Children of 5-7 years old cannot tell difference between fact and fiction.

Children of 8-10 can tell difference between fact and fiction.

Young learners are creative and imaginative. They love learning through

games, stories, and songs so that they will be more motivated to learn

English.

Children are easy to get boredom.

Children have colorful and cheerful life. Activities using interesting colors

and pictures make them happy. Besides, through songs, it will be pleasant

for them in learning English.

Learners who attain the age 8-10 years old have awareness and readiness

in learning English.

Young learners do love learning by doing.

“Children need frequent changes of activity: they need activities

which are exiting and stimulate the curiosity, they need to be involve in

something active, and they need to be appreciated by the teacher, an important

figure for them,” (Harmer, 1991: 7)

On the other words, teachers are demanded to be creative in making

suitable activities because young learners like and need activities which can

stimulate their curiosity so that they are attracted to join the class.

In teaching young learners, it is necessary to use some techniques.

According to Suyanto (2007: 88-97), there are some techniques that can be

used by young learner teachers:


commit to user

8

1. Listen and Repeat

Listen and repeat activity is usually done by using pictures to introduce

new vocabularies. Teachers show a picture, pronounce the name, then

students are asked to repeat it.

2. Listen and Do

In this activity, teachers say an expression or instruction and students

listen carefully then they do what teachers say. By using this technique,

teachers will know whether students understand or not.

3. Question and Answer

In this activity, teachers can give examples of question and answer.

Teachers can start to train students by Yes/No question. Furthermore,

teachers can give Wh-question. It is expected the students can give

relevant and suitable answers based on real situation.

4. Substitution

In applying this technique, teachers remove one part of the sentence and

ask students to replace it with other similar word. Teachers can use tools

such as fashcards, flipcards, poster, or realia.

5. Draw and Color

Draw and color are usually held after students learn words, things, and

colors. Teachers can give pictures by adjusting what they like or they

have. This technique is suitable for beginner’s students, namely

kindergarten’s students or first grade students.


commit to user

9

6. Listen and Identify

Teachers can teach two sounds that are similar in interesting ways such as

using “minimal pairs” for certain vowel and consonant sounds. For

example, eat-it, pig-big, etc.

By using this technique, students can practice to identify sounds because a

difference utterance has a different meaning.

7. In-pairs Activity

Activity undertaken can train students to interact and communicate.

Question-answer activity is usually used in this technique. Teachers give a

mini-dialog and students practice in pairs.

8. Group Discussion

Group discussion can train students to exchange their ideas and express

their opinions. This technique is usually held when teachers give a

problem that should be discussed and found the solution by students.

9. Concept Mapping

Concept mapping is usually used to train students in remembering

something already known with other things that are closely related. For

example, teachers usually ask students to mention names of fruits. They

certainly will answer mango, banana, apple, etc. From this activity,

students can understand that mango, banana, apple are parts of fruits.

10. Brainstorming

Brainstorming is a technique that is usually used to activate students.

Teachers can ask students to mention examples as mush as possible in


commit to user

10

short time. The examples are accepted and written on a blackboard. After

the examples are collected, teachers choose relevant examples that are

asked.

C. Techniques to Attract the Student’s Attention

The student’s attention begins to decline when teachers try to teach

them the same thing at the same time in the same way. Therefore, teachers

have to create interesting and fun activities in teaching. There are several

techniques to attract the student’s attention during teaching and learning

process.

Using Songs and Rhymes

Learning songs and rhymes provides an opportunity for pupils to practice,

through imitation and repetition, the rhythm and intonation of the English

language – and to enjoy themselves at the same time (Brewster, Ellis, and

Girard, 1992: 173).

Listen and repeat technique can be applied. Teachers have to pronounce

correctly and clearly in order to students can listen, and subsequently, they

can imitate correctly (Suyanto, 2007:114).

Using Pictures

Visual support helps pupils understand the meaning and helps to make the

word more memorable (Brewster, Ellis, and Girard, 1992: 91).

Visual tool that is widely used to teach English young learner is flashcard.

Pictures in the flashcards are grouped according to the type or the class.


commit to user

11

Color pictures will be more attractive because children love colorful

pictures (Suyanto, 2007: 109).

Using Objects

Introducing a new word by showing the real object often help pupils to

memorize the word through visualization (Brewster, Ellis, and Girard,

1992: 90).

Real objects can be obtained from what is already available at home or

school (Suyanto, 2007: 107).

Using Games

A game is an activity with rules, a goal, and an element of fun (Hadfield,

1998: 4). Children may wish to play games for fun. However, teachers

need to consider which game to use, when to use them, how to link them

up to the syllabus, textbook and how, more specifically, different games

will benefit children in different ways (Brumfit, C (et. al.), 1995: 146).

Children like playing games because they are happy when they play

games. They can learn through games. When they play together, children

will interact with another. In the interaction, language skills can be built

especially listening and speaking (Suyanto, 2007: 117).

Using Realia

Realia is a three-dimension object that can be brought to the classroom as

teaching tool. Realia is a right tool for the children to learn how to describe

an object (Suyanto, 2007: 110).


commit to user

12

CHAPTER III

DISCUSSION

In this chapter, I will discuss about the description of SDN Jombor 01

Sukoharjo, job training activities, and discussion about the techniques to

attract the student’s attention of the fourth grade students of SDN Jombor 01

Sukoharjo.

A. SDN Jombor 01 Sukoharjo

1. Description of SDN Jombor 01 Sukoharjo

SDN Jombor 01 Sukoharjo is one of elementary school in Sukoharjo.

It is located in Jombor, Bendosari, Sukoharjo. The location of the school that

was built in 1960 is very strategic because it is very easy to reach.

The school has 282 students. The school also provides several rooms.

It has one headmaster’s room, one teacher’s room, one library, one computer

laboratory and ten classrooms that are used for teaching and learning process.

The other rooms are one mosque, one canteen, one warehouse, and four

toilets.

There are two yards, namely small yard and big yard. The small yard is

at the front. It is usually used for school ceremony that is held every Monday

morning. The big yard is located in the middle of the school. It is used for

sports. There are also two parking areas. The first one is for teachers and


commit to user

13

located at the front. The second one is for students and located on the left side

of the school.

SDN Jombor 01 Sukoharjo has vision and mission to increase the

quality of students, teachers, and staffs.

The vision of SDN Jombor 01 Sukoharjo is to be superior in science

and to have glorious characters. Meanwhile, the mission of SDN Jombor 01

Sukoharjo is to create smart, knowledgeable, loyal, and good students.

2. The Organization Structure of SDN Jombor 01 Sukoharjo

HEADMASTER

Class 1 A

Teacher

Class 2 A

Teacher

Class 3 A

Teacher

Class 4 A

Teacher

Class 5 A

Teacher

Class 6 A

Teacher

Class 1 B

Teacher

Class 2 B

Teacher

Class 3 B

Teacher

Class 4 B

Teacher

Class 5 B

Teacher

Class 6 B

Teacher

English

Teachers

Computer

Teachers

Sport

Teachers

Religion

Teachers

Self Development

Teachers

JANITOR


commit to user

14

SDN Jombor 01 Sukoharjois led by a headmaster. He has a

responsibility to control and handle everything related to the school.

The teachers of SDN Jombor 01 Sukoharjo are divided into two kinds

of teachers. There are class teachers and specific teachers. The class teachers

teach general subjects. Meanwhile, the specific teachers teach certain subjects

such as English, computer, sport, religion, and self development.

B. Job Training Activities in SDN Jombor 01 Sukoharjo

1. Class Observation

In writing this report, I needed data of the school so I did an

observation. It was held at SDN Jombor 01 Sukoharjo from February 1, 2011

until March 9, 2011. The observation only focused on the Class 4 because in

that class, I would teach.

During job training, I came to SDN Jombor 01 Sukoharjo every day

(Monday until Saturday). However, I just taught Class 4 twice a week. Class 4

A had English subject on Tuesday from 10:30 A.M - 12:00 P.M. Meanwhile,

Class 4 B was on Wednesday from 7:00 A.M - 8:10 A.M.

Before I taught Class 4, I watched the teaching and learning English

process in the class. I observed how much students interest in English and how

their attitude in class. Beside I observed Class 4, I also watched the teaching

and learning English process in the other class. During the job training, I

observed from Class 1 until Class 6. I also taught Class 5 as preparation in

teaching Class 4.


commit to user

15

Class 4 was divided into two classes. They were Class 4 A and Class 4

B. Class 4 A consisted of 24 students. This class usually made noise. Besides,

they got English subject at 10.30 A.M - 12.00 P.M when they got tired and

wanted to go home. Meanwhile, Class 4 B that consisted of 28 was different

from the Class 4 A. They were usually very quiet. They got English subject at

7.00 A.M - 8.10 A.M. In every meeting, the students just listened to the

teacher’s explanation, took a note, and did the tasks from the teacher.

Sometimes, both of the classes were very noisy. The students did not pay

attention to the teacher’s explanation. Besides, they often chatted to each

other.

SD N Jombor 01 Sukoharjo provided some facilities to support the

teaching and learning process in the classrooms. Each classroom has a

blackboard or whiteboard with chalks or markers, a cupboard, a schedule

board, approximately 20 tables and 40 chairs, and a table and a chair for

teacher.

2. Making Lesson Plan

When doing job training in SDN Jombor 01 Sukoharjo, making a

lesson plan was one thing that I had to do. It was done before teaching and

learning process. By making a lesson plan, I could focus the material that had

to be gained by the students. By using a lesson plan, the students can

understand the materialeasily.

I used the material that was given by the English teacher in SDN

Jombor 01 Sukoharjo in arranging the lesson plan. In making lesson plan, the


commit to user

16

materials used were taken from “Enjoy Your English” book. This book was

provided by the school. I also tried to find materials from the English

Student’s Worksheet (LKS) that was given by the teacher. The students’

worksheet was LKE Bahasa Inggris composed by English Teachers Working

Group (KKG) and printed by Prima Offset, Wonogiri. I tried to make fun,

enjoyable, and attractive activities from the lesson plan.

C. Strategies to Attract the Student’s Attention of the Fourth Grade

Students of SD N Jombor 01 Sukoharjo

In teaching and learning English process, sometimes the students

prefer chatting with the others to listening the teacher’s explanation. It is

influenced by techniques used. By using a proper technique, it can attract the

student’s interest. The techniques can be used to attract the student’s attention

when they are in the teaching and learning process. I used pictures and games

in the teaching and learning process.

1. Using Pictures to attract the Student’s Attention

One of the techniques was using pictures. In presenting the material, it

must be presented attractively. Mostly students did not pay attention to the

material explained because the materials were presented in common way.

Showing pictures made them aware and focus to the material explained.

I took the pictures from internet and printed on 8, 27”x11, 69” paper

(A4 paper). I chose colorful real pictures in order to the students could identify


commit to user

17

the pictures easily. I used the pictures in the stage of build knowledge of the

field (BKOF), modeling, and independent construction.

a. Using Pictures in Build Knowledge of the Field (BKOF) Stage

In BKOF, the pictures were used for attracting the student to the

material. The theme that I took was about foods and drinks. In the

beginning, I asked what their favorite foods and drinks were and what they

ate and drank when they had breakfast, had lunch, and had dinner. I used

English and Indonesian languages in order to the students understood what

I said. After they answered my questions, I showed the pictures one by one

while asking the names of the pictures. All of them answered my questions

by using Indonesian language because they had not known the name of

foods and drinks in English yet. I wrote their answers on the blackboard. I

wrote the names of foods on the left side and the names of drinks on the

right side. It was done to introduce new material to the students. I also

explained that they had to be able to write the names of foods and drinks

in the end.

b. Using Pictures in Modeling Stage

In this stage, the pictures were used for presenting the material. I

used the pictures to show kinds of foods and drinks. I showed the pictures

one by one and pronounced the picture’s name. Meanwhile, the students

listened, and then repeated that I said. I also taught how to spell the names

and then I also wrote the name of the foods and the drinks on the

blackboard because they had to be able to write the names of foods and


commit to user

18

drinks in the end. I gave some questions related the material orally to

ensure whether the students understood or not. The examples of the

questions are “what is it?”, “what is the name of the picture?” I gave the

questions while showing the pictures. Even though, I just asked for several

students to save the time.

The pictures were useful in giving tasks after explaining the

material. In this stage, I made a worksheet to the students. Firstly, I

explained what they had to do while showing the worksheet. After

explaining the instruction, I gave a piece of paper to each student. There

were many pictures and the students were asked to name the pictures

correctly. The students had to write the names on the left of the pictures.

The pictures that I used in explaining the material helped the

students to understand what I explained because the colorful pictures made

the students were more interested in paying attention to the material

explained by the teacher.

c. Using Pictures in Independent Construction Stage

In independent construction, the pictures were used for assessing

the student’s ability. I prepared an exercise for the students. I gave them a

piece of paper containing an incomplete paragraph. I explained that they

had to complete the paragraph by filling the blanks. They should fill the

blanks with the names of food and drinks that they had learned. The

students had to work by themselves. In this stage, I still guided the

students when they found difficult vocabularies. Using pictures in


commit to user

19

modeling stage helped the students to memorize the names of foods and

drink so that the students could write the names of foods and drinks in the

independent construction stage.

2. Using Games to Attract the Student’s Attention

Using games was a technique used to attract the student’s attention. I

created my own game that was adjusted to the material. The game that I used

was “The faster is the winner”. I used the games in the stage of joint

construction.

In joint construction, the game was used for involving the students in

teaching and learning activities. The students loved games. Using games made

them feel enthusiastic in teaching and learning activities. The first thing I did

was telling the rules of the game. In this game, I read some clues and the clues

would refer to a food or a drink. Each clue has different score. The students

would get 4 if they guessed the correct name on the clue 1, 3 on the clue 2, 2

on the clue 3, and 1 on the clue 4. Each student had to answer more quickly

than the other students. Every student that answered had to write on the

blackboard. The students that had the highest score would get a reward.

Giving a reward was necessary to do. Beside it would attract them to join the

class, it would motivate them in learning English.

For me, the use of interesting pictures could attract the student’s

attention. The students were more excited to answer every question that was

given because they had got the illustration of the pictures explained by the

teacher at the modeling stage.


commit to user

20

Besides, the technique used was using game. The use of game could

also attract the student’s attention because game was a fun activity for the

students. The students looked happy and enthusiastic when the game was

given. They moved and wrote on the blackboard enthusiastically. By using the

game, it could reduce tension and add fun. Besides, the students would be

motivated and more active to participate in joining the class.


commit to user

21

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the discussion in the previous chapter, there are some

conclusions that could be drawn. The conclusions are as follows.

To attract the student’s attention, I used some techniques. The

techniques used were pictures and games. The pictures were used in the stage

of building knowledge of the field (BKOF), modeling, and independent

construction. In BKOF stage, the pictures could be used to introduce a new

material. In modeling stage, the pictures were used to explain the material.

Using pictures helped the students to understand the material that I gave.

Besides, it made the students pay attention to the material. The use of pictures

in modeling stage helped the students to memorize the material that had been

given so that the students could do the tasks in independent construction stage.

Meanwhile, the game was used in the joint construction stage. The

technique was used for involving the students in teaching and learning

process. Using games made the students feel enthusiastic in learning activities

because they loved games.

Both of the techniques could attract the student’s attention to the

material explained. The students focused to the material and did positive

activities in the classroom.


commit to user

22

B. Suggestion

Based on the result of this final project report from my experiences

during the job training in SD N Jombor 01 Sukoharjo, I present suggestions to:

1. SD N Jombor 01 Sukoharjo

The English teachers of SD N Jombor 01 Sukoharjo should be more

creative in creating and delivering material. They should make various

activities to attract the student’s attention in teaching and learning English

process.

Because SD N Jombor 01 Sukoharjo had limited pictures and games

collections, the school should add the collections to support the teaching and

learning activities. Besides, the teachers should maximize the use of pictures

and games in the teaching and learning process.

2. The English Diploma of Sebelas Maret University

The English Diploma program should notice the student’s needs before

during job training such as giving more practical teaching simulation. Besides,

the institution should give more time for Material Development and Peer

Teaching subjects so that the students are ready enough to prepare and face the

teaching and learning process during the job training.

The institution should add materials containing techniques used in

teaching and learning process especially the use of pictures and games.

Documents

TECHNIQUES TO ATTRACT THE STUDENT’S ATTENTION OF …eprints.uns.ac.id/7628/1/216961011201107301.pdfperpustakaan.uns.ac.id digilib.uns.ac.id ... TECHNIQUES TO ATTRACT THE STUDENT’S